Babies have been the subject of studies in different areas of social and human sciences that reveal their unique ways of being in the world. In general, these studies seek to understand the processes of development and construction of identity and subjectivity of babies, their forms of interaction and language and their learning processes, among other themes that highlight the baby as an active subject and producer of cultures. In the present research, the processes of subjectivation and construction of meanings of babies in day-care day-to-day life were investigated, in the post-social isolation pandemic context, focusing on situations of conflict and empathy. For this investigation, we took as participants Group 1, aged 1-2 years, from a Municipal Early Childhood Education Center in the city of Recife, in which data collection was carried out through participant observation and videographs of interactional situations, in moments of free play. The data were analyzed quantitatively and qualitatively (microgenetic analysis of video recordings). The results revealed that a slow way of relating to others, despite its communicative and interactional possibilities, also evidenced in the records. In the occurrence of interactions, we found a rich interactivity with invitations to play, joint attention, conflicts that dissolved in different ways, subversion of rules and agency over the toy group, situations of care, comfort and consolation between children who ratified the proximity them to the empathetic universe. In conclusion, we understand that improving the debate on the studies of babies in daycare requires exercising a transdisciplinary approach that transposes current knowledge and emerges in its complexity contributions to the field of childhood studies, in addition to supporting arguments for demanding public policies that ensure and respect the category of babies.